课堂教学的心理构成,主要来自师生双方,由于一般情况下教学双方都不处于绝对的最佳状态,因此,课堂教学除了要尊重学生的认识和发展的规律外,还要创造课堂教学心理结构的相对最优化。具体地说,可以概括为十二个字:“寓教于趣”、“寓趣于理”、“寓理于用”。“寓教于趣”实际上是强化学生心理动力因素中的主导因素,激发认识兴趣的问题。“寓趣于理”实际上是揭露宏观现象的微观本质和规律的问题,通过它巩固认识兴 The psychological composition of classroom teaching mainly comes from both teachers and students. Since the teaching parties are not in absolute best condition under normal circumstances, classroom teaching should not only respect students’ knowledge and development rules, but also create classroom teaching psychological structure. Relative optimization. Specifically, it can be summed up in twelve words: “education for fun”, “fun for reason”, and “implementation for use.” “Education is fun” is actually a leading factor in strengthening students’ psychodynamic factors and inspiring interest in understanding. “Intriguingly interested” is in fact a problem of exposing the microscopic nature and laws of macroscopic phenomena, and it helps to consolidate understanding